Perceptions Of Evidence-based Practice Research Articles

Formal nurse leaders’ perception of evidence-based practice

Formal nurse leaders’ perception of evidence-based practice

What Factors Contribute to Differential Perceptions Toward Evidence-Based Practices? An Examination of Officer Role Orientation, Job Satisfaction, Confidence, and Skill Proficiency

Training probation officers on evidence-based practices (EBPs) is vital to ensuring that community supervision is maximally effective at reducing recidivism. However, after training, probation officers often have differential perceptions regarding EBPs. Thus, this study surveyed 90 adult probation officers after they participated in a training based on the Risk-Need-Responsivity model and Core Correctional Practices and examined whether their role orientation, job satisfaction, and confidence and skill proficiency using EBPs predicted their perceptions regarding the EBPs’ ease of use, usefulness, and perceived success at reducing recidivism on their caseload. Regression analyses revealed that all predictors accounted for variability in officers’ perceptions regarding the perceived success of using EBPs, explaining 41.2% of the variance, but job satisfaction (Δ R2 = .18) and officer role orientation (Δ R2 = .10) were most critical, solely explaining 28.5% of the variance. We conclude by providing recommendations for improving probation officers’ perceptions of EBPs.

Comparison of the traditional and block mode of delivery on undergraduate nursing students' perceived levels of preparedness to use evidence-based practice: a two-group experimental study.

To examine how delivery time impacted on undergraduate nursing students' preparedness for evidence-based practice (EBP) by comparing the traditional semester mode and block mode of delivery models. This two-group experimental study compared the traditional semester and block modes of delivery using a self-reported questionnaire. The factor of time was the variable in relation to learning with the block mode delivery being in a compressed timeframe. From a purposive sample, 219 students participated in the self-reported questionnaire. There were only two significant differences were the block mode of delivery students responded less positively to the statements 'the unit of study prepared them for knowledge and skills for EBP' and 'EBP should be discussed and shared in practice'. The transition from the traditional semester mode to the block mode delivery has had minimal impact on undergraduate nursing students' perceptions of EBP and its application to clinical practice.

Perceptions of evidence-based practice among Vietnamese psychology students

Evidence-based practice in psychology (EBPP) improves public health and makes it easier for psychologists to do their jobs well by using case formulation, intervention, and therapeutic relationship principles that have been shown to work in the real world. The utilization of evidence-based practice in the field of psychology has been widely regarded as the most effective approach for researchers and practitioners to incorporate current data into their therapeutic practice and decision-making processes. The objective of this study was to investigate attitudes towards EBPP and assess the level of exposure to evidence-based practice and evidence-based therapies in the corresponding training program among students. A cohort of 250 undergraduate students pursuing a degree in psychology were enlisted to participate in the survey. The research employed quantitative methodologies, specifically one-way ANOVA, Pearson correlation, and regression analysis, to examine and interpret the collected data. The favorable influence of students' judgments of the sufficiency of training in different components of clinical expertise and exposure to evidence-based practice (EBP) and evidence-based treatments (EBTs) in their respective training program can be observed in students' experiences and attitudes towards EBP in psychology. The findings derived from the present study provide compelling evidence supporting the imperative of implementing educational interventions aimed at enhancing the research knowledge and skills of psychology students, as well as their ability to effectively utilize research in their academic pursuits.

Autism Spectrum Disorder: When There is no Cure, There are Countless of Treatments.

We investigated parent reports of use of special education and support services, use of evidence-based practices (EBPs), use of past and current complementary and alternative medicine (CAM) treatments, non-use of CAM treatments, willingness, and unwillingness to use CAM treatments, reasons for use and non-use of CAM treatments, and perceptions of EBPs and CAM treatments in their children's functioning. We collected data from a total of 166 parents of children with autism spectrum disorder (ASD) through a web-based survey. 94% of the parents reported lifetime use of at least one CAM treatment. Parents weighed on a wide variety of factors in decision-making. CAM treatments use was positively associated with parental educational level, length of time since ASD diagnosis, and child's ASD severity.

Perceptions of Evidence-Based Practice among Juvenile Justice Workers from a Detention Facility Located in the Rural Deep South

ABSTRACT Purpose The purpose of this study was to determine how often evidence-based practices (EBPs) were used in a detention facility in the rural Deep South and to examine barriers that might interfere with their implementation. Methods Mixed methods were used including an anonymous online survey and three in-depth interviews with juvenile justice workers. Results Findings showed inconsistencies among workers regarding their reported use of EBPs, specifically regarding mental health, substance abuse treatment and parental involvement. Qualitative findings using thematic analysis indicated that the major barriers were limited resources and lack of family engagement. Discussion The varied responses regarding the types and frequency of EBPs were surprising given that only one facility was examined. Qualitative findings demonstrated some inconsistencies with prior research regarding the challenging nature of implementing EBPs. Conclusion This study highlighted a gap between evidence-informed research and practice in a rural justice system in the Deep South.

Canadian Naturopathic Doctor Engagement, Preparedness, and Perceptions of Evidence-Based Practice: A National Cross-Sectional Study.

Background: Despite the reported benefits of evidence-based practice (EBP), there are concerns that some practitioners, including naturopathic doctors (NDs), may be cautious about its use. The objective of this study was to explore Canadian ND perceptions, preparedness, and engagement in EBP, and the barriers and enablers to EBP uptake. Methods: The study was a national cross-sectional survey. NDs practicing in Canada were invited to complete the validated 84-item Evidence-Based Practice Attitudes and Utilization Survey between February and May 2020. Results: A total of 252 Canadian NDs were recruited. Participant attitudes toward EBP were predominantly positive, with three-quarters of participants indicating that >50% of their practice was informed by clinical research evidence. One-half of participants self-reported a medium-high to high level of skill across most EBP-related activities. Notable barriers to EBP uptake were lack of clinical evidence in naturopathy, and lack of time. Access to the internet and online databases were identified as useful enablers to improving EBP engagement. Conclusions: By shedding light on Canadian ND engagement with, preparedness for, and perceptions of EBP, the findings will help guide the development of strategies to support EBP uptake in NDs with the expectation of improving quality of care.

An Exploratory Study of Pre-Service Teachers’ Evidence-Based Practice Related Knowledge, Attitudes, and Practices

It is important to understand the readiness of pre-service teachers (PSTs) to use evidence-based practices (EBP) upon entering the field. This study had two objectives: (1) pilot a measure of EBP previously validated with health professional students (EBP-KAP), and (2) investigate PSTs’ knowledge and perceptions of EBP. Fifty-seven PSTs completed the EBP-KAP. Participants’ self-reported knowledge of EBP was significantly greater than their attitudes toward and current use of EBP. PSTs in their first year of training had more positive attitudes toward EBP than PSTs in their second year. Implications for training and practice are discussed.

Organizational Factors Associated with Evidence-Based Practice Knowledge, Attitudes, and Implementation among Nurses in Saudi Arabia.

Evidence-based practice (EBP) is crucial in keeping nurses aware of the current knowledge and improving clinical decision-making. The integration of nurses’ EBP competencies and organizational support has been suggested to create an effective arena in implementing EBP. The purpose of the study was to examine organizational factors influencing nurses’ EBP knowledge, attitudes, and implementation and identify staff nurses’ perceptions of EBP nursing leadership and hospital supports in Saudi Arabia. Data were collected from a convenience sample of staff nurses (N = 227) working in four hospitals using a cross-sectional, correlational descriptive design. Level of education (p < 0.05), EBP training (p < 0.05), unit type (ICU (p < 0.001) and ER (p < 0.01)), perceived nursing leadership (p < 0.001), and work environment (p < 0.05) supports were found significantly associated with nurses’ knowledge. Magnet recognition (p < 0.01) and knowledge (p < 0.001) had significant influence on nurses’ attitudes. Unit type (ER) (p < 0.05), knowledge (p < 0.001), and attitudes (p < 0.001) were associated with implementation. Encouragement to attend EBP trainings from nursing leadership was perceived by most nurses (51.1%). Nurses reported their hospitals support EBP through training (68.2%). Findings support the need for healthcare systems to create a culture that facilitates EBP implementation to enhance nurses’ EBP competencies and improve patients’ outcomes. Nursing managers may consider preparing nurses through education.

A longitudinal study of changes in new dental graduates' engagement with evidence-based practice during their transition to professional practice.

Introduction Clinicians' use, interpretation and application of evidence in everyday practice is fundamental to their delivery of appropriate, contemporary, high-quality dentistry. Little is known about whether new dental graduates' (NDGs') perspectives and use of evidence-based practice (EBP) change when they enter professional practice.Aim To explore changes in NDGs' perception of EBP for: self-efficacy; knowledge of EBP principles; attitudes; confidence in appraisal skills; and frequency of accessing evidence.Methods Two pre-validated instruments: knowledge, attitude, confidence and accessing EBP resources, EBP confidence scale, and clinical scenarios. NDGs from one dental school completed the questionnaire upon graduation (R1) and six to nine months into vocational dental training (R2).Results Response rates of R1 were 34 (52%) and R2, 21 (62% of R1, 32% overall). Between R1 and R2, knowledge (median [25th-75th percentiles]: R1 = 4 [2.5-4]; R2 = 3 [2.8-3], p = 0.07), self-efficacy (R1 = 645 [587-782]; R2 = 630 [550-690], p = 0.8) and scores related to knowledge of gold standards were comparable. However, attitude (R1 = 38 [34-39], R2 = 27 [25-30]), confidence in appraisal skills (R1 = 16 [14-20], R2 = 11[8-16]) and frequency of accessing evidence (R1 = 26 [22-28]; R2 = 18 [16-19]) all showed statistically significant reductions.Conclusion After six months in professional practice, NDGs showed statistically significant reductions in the value they place on EBP, their EBP-related skills and their use of reliable evidence sources. There were no differences in their 'self-efficacy' knowledge of EBP principles.

French speech-language therapy students' interest in evidence-based practice: A survey.

Taking into account international studies interested in the development of evidence-based practice (EBP) in the speech and language therapy field, this survey investigated key issues with regard to students' perception of EBP. To determine how final-year students in France conceive EBP; to know if they feel competent in this area; to investigate any barriers to the use of EBP; and to assess their intention of using the EBP approach in their professional practice after graduating. Between January and April 2019, 182 advanced French students from 15 French speech-language university training centres (SLUTC) completed an online survey addressing these questions. The results show that 68.7% of students in the sample had a positive perception of the EBP. Between 54.9% and 73.6% of students felt rather competent to apply part of the approach, and 17% were sure to implement it in their own practice later on. Step 3 'Critically evaluating the evidence' was the most difficult. Regardless of the different EBP steps, the most important barrier for students who felt competent was the lack of practice; for students who did not feel competent, the major barriers were both the lack of theoretical knowledge and the lack of practice. A total of 61% of students reported not seeing EBP being practised by their clinical practice placements supervisors; 55% reported never having used their EBP knowledge during their clinical practice placements. The students interviewed had a positive perception of EBP. Nevertheless, these results demonstrate a need to improve the EBP curricula and to include EBP in clinical education, under the guidance of clinical practice placements supervisors. What is already known on the subject Despite the fact that EBP is widespread, previous studies have shown that it is not sufficiently used in the practice of speech and language therapists (SLT) and that young professionals tend to seek advice from experienced professionals rather than use EBP. Some students, despite their programme, do not feel competent enough to implement EBP. What this study adds to the existing knowledge French SLT students had a positive opinion of EBP despite barriers to implementation in their future professional practice, especially regarding the critical analysis of evidence. Moreover, the study reveals a need to practise EBP during clinical practice placements, and to create specific pedagogical framework for EBP. What are the potential or actual clinical implications of this work? The potential implication of this study is the use of the questionnaire to investigate the students' perception of EBP from a theoretical and a practical point of view, in collaboration with clinical practice placement supervisors, with the aim of promoting the task value and the self-efficacy as the two best factors to enhance students' motivation in favour of EBP.

Practitioner, Coach, and Athlete Perceptions of Evidence-Based Practice in Professional Sport in Australia.

To examine practitioners', coaches', and athletes' perceptions of evidence-based practice (EBP) in professional sport in Australia. One hundred thirty-eight participants (practitioners n = 67, coaches n = 39, and athletes n = 32) in various professional sports in Australia each completed a group-specific online questionnaire. Questions focused on perceptions of research, the contribution of participants' own experience in implementing knowledge to practice, sources, and barriers for accessing and implementing EBP, preferred methods of feedback, and the required qualities of practitioners. All practitioners reported using EBP, while most coaches and athletes believed that EBP contributes to individual performance and preparation (>85%). Practitioners' preferred EBP information sources were "peer-reviewed journals" and "other practitioners within their sport," while athlete sources were "practitioners within their sport" and "other athletes within their sport." As primary barriers to accessing and implementing research, practitioners highlighted "time constraints," "poor research translation," and "nonapplicable research." Practitioners ranked "informal conversation" as their most valued method of providing feedback; however, coaches prefer feedback from "scheduled meetings," "online reports," or "shared database." Both athletes and coaches value "excellent knowledge of the sport," "experience," and "communication skills" in practitioners disseminating EBP. Practitioners, coaches, and athletes believe in the importance of EBP to their profession, although practitioners reported several barriers to accessing and implementing research as part of EBP. Athletes place a high value on experienced practitioners who have excellent knowledge of the sport and communication skills. Collectively, these findings can be used to further stakeholder understanding regarding EBP and the role of research to positively influence athlete health.

Building evidence-based practice competencies among rehabilitation students: a qualitative exploration of faculty and preceptors' perspectives.

Medical education literature suggests clinically-integrated teaching may be the most effective approach to teach evidence-based practice (EBP). Before implementing this educational best practice in rehabilitation curricula, it is imperative to better understand the current context, barriers and facilitators to teach EBP in rehabilitation from the academic to the clinical setting. The aim of this study was to explore faculty and preceptors' experiences and perceptions of teaching EBP in rehabilitation professions, namely occupational therapy, physical therapy and speech-language pathology. We gathered data from seven focus groups and an individual interview with a sample of 24 faculty and 15 preceptors, i.e., clinical supervisors. Data collected were subjected to inductive thematic content analysis. We identified three overarching themes and corresponding strategies. First, "Recognizing EBP as a multifaceted concept" denoted participants' lack of consensus regarding the meaning and scope of EBP, and their awareness of such discrepancies. Second, "Complexity of EBP is at the core of teaching practices and experiences" referred to participants' perception of EBP as a complex process involving high-level cognitive skills, which influenced their teaching practices and challenged students and themselves. Third, "Connections and divides between research and practice" represented the limited and delicate connection between faculty and preceptors, the factors either bridging or maintaining the gap between them, and the impacts of such connections and divides on teaching. Improving collaboration between faculty and preceptors constitutes an essential first step towards more effective EBP training programs in rehabilitation that could be facilitated through online communities of practice or integrated knowledge translation research projects.

Factors Related to Doctors’ and Nurses’ Perceptions of Evidence-Based Practice and Information - Communication Technology

Evidence-based practice (EBP) that is supported by the availability of the best literature can improve the quality of health services. Information and communication technology (ICT) usage may provide the evidence in timely-manner. However, literature on the factors related to EBP and ICT of doctors and nurses in Indonesia is scant. This study aimed to describe the factors related to the doctors’ and nurses’ EBP perception and ICT. This survey was conducted in November 2017–January 2018 at one general hospital, five private hospitals, eleven public health centers, and five private clinics. A total of 85 doctors and 271 nurses selected by proportional probability sampling were given online questionnaires. Each questionnaire consisted of 12 items about access to information and 24 items about perception of EBP adopted from the evidence-based practice questionnaire Upton &amp; Upton. Pearson correlation, independent t-test analysis, and one-way ANOVA results found education and role were related to the doctors’ EBP. Education, role, age, and experience were related to the doctors’ ICT. There was a relationship between age and education with the nurses EBP. These two factors and working experience were related to the nurses’ ICT. EBP intervention through ICT may take into account the nature of experienced senior doctors and young inexperience nurses with higher education in the ICT platform. Advocacy is needed to increase the use of ICTs for EBP and professional development. Further research related to the need of knowledge translation through ICT should be conducted. Abstrak Faktor-faktor yang Berhubungan dengan Persepsi Dokter dan Perawat terhadap Praktik Klinis Berbasis Bukti dan Teknologi Informasi dan Komunikasi. Praktik klinis berbasis bukti (PKBB) yang ditunjang dengan ketersediaan literatur terbaik dapat meningkatkan kualitas pelayanan kesehatan. Penggunaan Teknologi Informasi dan Komunikasi (TIK) menyediakan bukti ilmiah dalam waktu yang singkat. Namun, literature tentang faktor-faktor yang berhubungan dengan PKBB dan TIK dokter dan perawat di Indonesia masih sedikit. Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor yang berhubungan dengan persepsi PKBB dan TIK dokter dan perawat. Survei ini dilaksanakan pada November 2017–Januari 2018 di satu rumah sakit umum, lima rumah sakit swasta, sebelas puskesmas, dan lima klinik swasta. Sebanyak 85 dokter dan 271 perawat yang dipilih dengan sampel proportional probability diberikan kuesioner daring. Kuesioner terdiri dari 12 pertanyaan tentang akses informasi dan 24 pernyataan tentang persepsi PKBB yang diadopsi dari evidence-based practice questionnaire Upton &amp; Upton. Hasil analisis Pearson correlation, independent T-test dan one-way ANOVA menemukan hubungan antara pendidikan dan peran dengan PKBB dokter, serta pendidikan, peran, usia dan pengalaman kerja berhubungan dengan TIK dokter. Ada hubungan antara umur dan pendidikan dengan PPKB perawat. Kedua faktor dan pengalaman kerja ini terkait dengan TIK perawat. Intervensi PPKB melalui TIK dapat mempertimbangkan karakter dokter senior berpengalaman dan perawat muda yang pendidikan tinggi namun belum berpengalaman dengan platform TIK. Advokasi diperlukan untuk meningkatkan pemanfaatan TIK untuk PPKB dan pengembangan profesional. Penelitian lebih lanjut terkait kebutuhan penerjemahan pengetahuan melalui TIK harus dilakukan. Kata Kunci: dokter, perawat, persepsi, praktik klinis berbasis ilmiah, teknologi informasi komunikasi

Prospective predictors of sustainment of multiple EBPs in a system-driven implementation context: Examining sustained delivery based on administrative claims.

System-driven scale-up of multiple evidence-based practices (EBPs) is an increasingly common method used in public mental health to improve care. However, there are little data on the long-term sustained delivery of EBPs within these efforts, and previous studies have relied on retrospective self-report within cross-sectional studies. This study identified prospective predictors of sustained EBP delivery at the EBP-, therapist-, and organizational-levels using survey and administrative claims data within a large-scale system-driven implementation effort. 777 therapists and 162 program leaders delivering at least one of six EBPs of interest completed surveys assessing perceptions of EBPs and organizational context. These surveys were linked to administrative data to examine prospective predictors of therapists' EBP delivery over 33 months. Five of the six EBPs implemented showed sustained delivery in the system, with volume varying by EBP. Although total EBP claim volume per therapist decreased over time, the volume ratio (ratio of EBP-specific claims to total EBP and non-EBP claims) stayed relatively stable. Multilevel models revealed that EBPs that required consultation, had unstructured content, higher therapist self-efficacy with the EBP, and more positive program leader perceptions of the EBP were associated with greater sustained volume and volume ratio of the EBP. Therapists who were trained in fewer EBPs, who were unlicensed, and who worked in agencies rated by program leaders as lower on organizational staff autonomy and stress showed greater sustained EBP volume and volume ratio. Finally, more direct service hours per week provided by therapist predicted greater sustained EBP volume, but lower volume ratio. The results point to the importance of EBP, therapist, and organizational factors that may be targeted in implementation strategies to promote the sustainment of EBPs.

Changes in physiotherapists' perceptions of evidence-based practice after a year in the workforce: A mixed-methods study.

Few studies have explored evidence-based practice (EBP) knowledge, attitudes and behaviours of health professional graduates transitioning into the workforce. This study evaluated changes in these EBP domains in physiotherapists after one year of working. A mixed methods design was used. Participants completed two psychometrically-tested EBP questionnaires at two timepoints. The Evidence-Based Practice Profile questionnaire collected self-report EBP data (Terminology, Relevance, Confidence, Practice, Sympathy) and the Knowledge of Research Evidence Competencies collected objective data (Actual Knowledge). Changes were calculated using descriptive statistics (paired t-tests, 95% CI, effect sizes). Qualitative interview data collected at one timepoint were analysed using a descriptive approach and thematic analysis, to examine the lived experience of participants in the context of their first employment. The aim of the mixed methods approach was a broader and deeper understanding of participants' first year of employment and using EBP. Data were analysed from 50 participants who completed both questionnaires at the two timepoints. After one year in the workforce, there was a significant decrease in participants' perceptions of Relevance (p<0.001) and Confidence with EBP (p<0.001) and non-significant decreases in the other domains. Effect sizes showed medium decreases for Relevance (0.69) and Confidence (0.57), small decreases in Terminology (0.28) and Practice (0.23), and very small decreases in Sympathy (0.08) and Actual Knowledge (0.11). Seven themes described participants experience of using EBP in their first working year. After a year in the workplace, confidence and perceptions of relevance of EBP were significantly reduced. A subtle interplay of features related to workplace culture, competing demands to develop clinical skills, internal and external motivators to use EBP and patient expectations, together with availability of resources and time, may impact early graduates' perceptions of EBP. Workplace role models who immersed themselves in evidence discussion and experience were inspiring to early graduates.

Evidence-based practice and clinical reasoning in occupational therapy: A cross-sectional survey in Chile.

Evidence-based practice (EBP) is a critical framework for supporting clinical decision-making that has been increasingly promoted in occupational therapy over the last 20years. Discipline-specific EBP frameworks and resources have emerged, primarily created by scholars from developed countries. However, EBP has received limited attention in literature published in developing and non-English speaking countries. This study aimed to explore Chilean occupational therapists' perceptions of EBP, factors influencing the adoption of EBP and sources of information used to inform clinical decision-making. A cross-sectional online survey of Chilean occupational therapists included socio-demographic information, closed questions using a fivepoint Likert scale and open-ended questions. Numerical data were summarised using frequencies and percentages. Cross-tabulations explored relationships between variables. Narrative data from openended responses were analysed deductively using content analysis. Complete surveys were returned by 192 Chilean respondents. The majority of participants (68.3%) defined EBP as the use of research knowledge only and perceived EBP as useful and important. The most significant barriers to the application of research knowledge included: lack of time (68.2%), an emerging research culture (67.7%) and restricted access to scientific literature (56.8%). Additionally, Chilean occupational therapists did not feel confident finding, appraising and integrating research evidence. Of the four sources of knowledge used in EBP, participants predominantly relied on clinical observations of clients (99.5%), their clinical expertise (89.1%), and discussions with the multidisciplinary team (78.1%) and other occupational therapists (40.1%), to inform clinical decision-making. Language barriers, lack of time, scarcity of locally produced research, and an emergent research culture within Chile impede occupational therapists' ability to implement EBP. The adoption of EBP can facilitate access to contemporary occupational therapy knowledge powerfully guide clinical reasoning, and build local research capacity. Building research partnerships and collaborations with the international scientific community are crucial to the global achievement of EBP.

Use of Evidence-Based Practice Among Healthcare Professionals After the Implementation of a New Competency-Based Curriculum.

Although evidence-based practice (EBP) has been spreading since the 1990s, it has not yet been sufficiently implemented. Following the reform of initial training for healthcare professions in France 2012, we sought to determine whether the new curriculum was associated with more frequent use of EBP. We performed an online, cross-sectional survey of nurses, occupational therapists, and podiatrists (divided into pre- and post-reform groups) in June 2018. The questionnaire covered demographic data, use of EBP, and the perception of EBP. As holding a master's degree may enhance knowledge and use of EBP, we adjusted for this variable. Categories to analyze qualitative data were created regarding the five steps in EBP and its definition. The total sample was N=595 (pre-reform group n=301; post-reform group n=294). The proportion of respondents who frequently read the professional literature was lower in the post-reform group than in the pre-reform group (33% vs. 54%, respectively; OR [95% CI]=.52 [.37-.73]; p<.001). The main stated reasons for reading the professional literature were "keeping up to date with practice" and "making clinical decisions." Respondents in both groups mentioned a lack of time as the most frequent barrier to reading the literature (82%), a lack of access to bibliographical resources, and that EBP was not encouraged. Most professionals limited their definition of EBP to reading the literature and implementing research results. There is a need to teach the five steps of EBP more explicitly and to embed its position into daily practice, for example, through reflective analysis practice. Professional trainings about EBP should be offered on a regular basis. Guidance coming from the healthcare directorate should include expected daily practice time for reading and journal club and giving more access to international healthcare literature.

Attitudes, Self-Efficacy, and Feasibility: Exploring Social Work Students’ Perceptions of Evidence-Based Practice

ABSTRACT Purpose The literature on evidence-based practice (EBP) in social work indicates a complex relationship between practitioners’ attitudes, views on feasibility, and self-efficacy related to EBP implementation. Method Qualitative interviews and a self-report questionnaire were completed with 8 social work students. A conceptual framework of their perceptions was developed through thematic analysis. Results Participants reported mixed EBP attitudes, as both a practice “ideal”, but also oppressive, rigid, and dehumanizing. Low confidence regarding research skills affected participants’ self-efficacy. Resource constraints impacted feasibility through organizational culture and available practice-relevant research. Discussion EBP misconceptions critically impacted educational practices, organizational culture, and practitioners’ attitudes. Comprehensive education mindful of professional identity may address misconceptions and enhance self-efficacy. EBP-enabling organizational change and practice-relevant research may alleviate resource constraints. Conclusion Research should expand on how EBP attitudes and social work identity intersect, the impact of research skills on self-efficacy, and EBP barriers and facilitators in education and organizations.

Pan-Canadian Survey of Medical Radiation Technologist's Views Toward Evidence-Based Practice, Research, Barriers, and Enablers

ObjectivesTo examine the attitudes, perceptions, enablers/barriers, and level of uptake of evidence-based practice (EBP) and research within the medical radiological technologist (MRT) community in Canada. MethodsUsing the Canadian Association of Medical Radiation Technologists' e-mail distribution list, all members were sent an invitation and link to an online electronic survey. The survey included demographics and questions asking participants about their perceptions of EBP, research, and barriers. Data were analyzed with descriptive statistics and partial proportional odds models. ResultsFour hundred and forty-four completed surveys were available for analysis. Respondents showed good distribution among professions and geographical location. Eighty-four percent of respondents indicated having a good grasp of the concept of EBP. A majority of the respondents (>70%) in all the professions strongly agreed/agreed that all MRTs should practice in an evidence-based manner. Eighty percent of respondents strongly agreed/agreed that there is a link between EBP and research. There was a statistically significant association between the current level of knowledge to develop a research project and level of academic research education received, research culture in the department, and the presence of barriers. Partial proportional odds model indicates participants were more likely to have a good grasp of EBP and have strongly agreed/agreed that they should practice in an evidence-based manner if they were a radiation therapist, have medium-high current levels of research knowledge, or were a permanent full-time employee. In addition, radiation therapists were at least 4 times more likely to participate in research as a primary or coinvestigator, compared to other MRT professions. Most frequently identified extrinsic barriers to EBP/research included lack of time, heavy workload, lack of leadership support, and workplace attitudes/culture. Extrinsic success factors included access to a mentor, dedicated time, collaboration, and support from management and peers. Intrinsic success factors were as follows: self-motivation, sense of inquiry/curiosity, and satisfaction with creating patient or workplace change based on research. ConclusionsThis pan-Canadian, interprofessional survey highlights the current landscape with respect to perceptions and uptake of EBP and research among MRTs. Results of this study may offer MRTs, employers, educational facilities, and professional bodies insight into strategies that can be undertaken to improve MRT research participation across professions.